Internal representational models of peers: Implications for the development of problematic behavior.

Burks, Virginia Salzer; Dodge, Kenneth A.; Price, Joseph M.; Laird, Robert D.

doi:10.1037/0012-1649.35.3.802

Cited by 41 publications

(43 citation statements)

References 21 publications

(40 reference statements)

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“…A series of studies has revealed that the mistrust schema is associated with aggressive behavior both in adults Tremblay and Dozois 2009) and in adolescents (Calvete and Orue 2010;Muris 2006). Moreover, this schema includes the perception that peers' behavior towards oneself is untrustworthy, and this has been associated with aggressive behavior in children and adolescents (e. g., Burks et al 1999b;Lochman and Dodge 1998;Salmivalli et al 2005).…”

Section: Cognitive Schemas Associated With Aggressive Behaviormentioning

confidence: 97%

Social Information Processing as a Mediator Between Cognitive Schemas and Aggressive Behavior in Adolescents

Calvete

Orue

2011

J Abnorm Child Psychol

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This longitudinal investigation assessed whether cognitive schemas of justification of violence, mistrust, and narcissism predicted social information processing (SIP), and SIP in turn predicted aggressive behavior in adolescents. A total of 650 adolescents completed measures of cognitive schemas at Time 1, SIP in ambiguous social scenarios at Time 1 and Time 2, and reactive aggression at Time 1, Time 2, and Time 3 to determine whether SIP measured at Time 2 mediated between the cognitive schemas measured at Time 1 and the aggressive behavior measured at Time 3. The results showed that each schema predicted different SIP components: Justification of violence predicted aggressive response access, narcissism predicted anger and aggressive response access, and mistrust predicted more hostile attributions and less anger. Only the SIP component of aggressive response access was directly associated with reactive aggression. The mediational model was quite similar for boys and girls although some paths, such as the association between aggressive response access and reactive aggression, were higher for boys.

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Section: Cognitive Schemas Associated With Aggressive Behaviormentioning

confidence: 97%

Social Information Processing as a Mediator Between Cognitive Schemas and Aggressive Behavior in Adolescents

Calvete

Orue

2011

J Abnorm Child Psychol

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“…Burks, Dodge, Price, and Laird (1999) administered a version of the Children's Social Constructs Assessment (CSCA; Stromquist & Strauman, 1992) to 259 children followed longitudinally. In the CSCA, children are asked to speak open-endedly about peers whom they like and dislike, and transcribed responses are later scored for the kinds of constructs that had been invoked.…”

Section: Personality Psychology: Trail Theory and Social-cognitive Prmentioning

confidence: 99%

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

Dodge

2006

Develop. Psychopathol.

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544

493

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A model of the development of hostile attributional style and its role in children's aggressive behavior is proposed, based on the translation of basic science in ethology, neuroscience, social psychology, personality psychology, and developmental psychology. Theory and findings from these domains are reviewed and synthesized in the proposed model, which posits that (a) aggressive behavior and hostile attributions are universal human characteristics, (b) socialization leads to the development of benign attributions, (c) individual differences in attributional style account for differences in aggressive behavior, and (d) interventions to change attributions have the potential to alter antisocial development. Challenges for future research are described.The problem of antisocial crime has been estimated to cost American society over one trillion dollars per year (Anderson, 1999). Chronically antisocial individuals cost society between 1.6 and 2.2 million dollars each over the life span (Cohen, 1998). As youth, they are called seriously emotionally disturbed in the education system, juvenile delinquents in the justice system, and conduct disordered in the mental health system. About 7% of males qualify as conduct disordered in psychiatric nosology (Dodge, Coie, & Lynam, 2006). Their antisocial behavior is regarded as highly stable across long periods of life, and they are notoriously difficult to treat effectively. In the search for solutions regarding an understanding of etiology of chronic antisocial behavior and novel methods for intervention and prevention, the practice field has turned to the basic sciences, including ethology, neuroscience, social psychology, personality, and developmental psychology. The translation of these sciences to the treatment of these children is captured in the tenets of developmental psychopathology.This article concerns one concept that has grown out of translational science: hostile attributional bias. Consider the hypothetical 12-year-old boy walking down the middle-school hallway. A peer runs down the hallway, knocking him over and spilling his books on the floor. Peers laugh. How does the boy respond? Does he interpret the incident as disrespect and a threat to his reputation for strength and toughness and respond aggressively, or does he interpret the act benignly and walk away? Every child has this kind of experience, and the child's attribution and response are crucial to his or her well-being, self-respect, and reputation for strength. As Nisbett and Cohen (1996, p. xv) noted, "In many of the world's cultures, social status, economic well-being, and life itself are linked to such a reputation." A central thesis of this article is that individual differences in aggressive behavior occur as a function of characteristic styles of attributing hostile intent (or not) to others' provocative behavior.Over the past 25 years, over 100 studies have identified reliable correlations between the attribution that a peer provocateur has acted with hostile intent and a behavioral...

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“…Some of the conclusions drawn are generalized and stored in the long-term memory as relatively stable knowledge structures regarding the self and others (e.g., Crick & Dodge, 1994;Ladd & Troop-Gordon, 2003). The knowledge structures, or social schemas, may be activated in novel social situations, influencing information processing (Crick & Dodge, 1994;Rudolph, Hammen, & Burge, 1995), social behavior (Burks, Dodge, Price, & Laird, 1999), and subsequent psychosocial adjustment (Ladd & Troop-Gordon, 2003;Rabiner, Keane, & MacKinnon-Lewis, 1993).…”

mentioning

confidence: 99%

"I'm OK but You're Not" and Other Peer-Relational Schemas: Explaining Individual Differences in Children's Social Goals.

Salmivalli¹,

Ojanen²,

Haanpää³

et al. 2005

Developmental Psychology

143

119

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This study examined the links among 5th and 6th graders' (279 girls and 310 boys) self-and peer perceptions, social goals, and social behavior. Social goals mediated the effects of self-and peer perceptions on 3 types of behavior: proactive aggression, prosocial behavior, and withdrawal. In addition to their main effects (self-perception predicting variance in agentic goals, peer perception being related to communal goals), self-and peer perception interacted in influencing social goals; for instance, the effects of a positive view of oneself were different in the contexts of a positive versus a negative perception of peers. It is suggested that in order to predict children's social behavior more accurately, researchers should investigate children's dual perceptions of themselves and of their peers-that is, their peer-relational schemas-instead of assessing self-perception and peer perception in isolation from each other.

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Internal representational models of peers: Implications for the development of problematic behavior.

Cited by 41 publications

References 21 publications

Social Information Processing as a Mediator Between Cognitive Schemas and Aggressive Behavior in Adolescents

Social Information Processing as a Mediator Between Cognitive Schemas and Aggressive Behavior in Adolescents

Translational science in action: Hostile attributional style and the development of aggressive behavior problems

"I'm OK but You're Not" and Other Peer-Relational Schemas: Explaining Individual Differences in Children's Social Goals.

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